A Quasi Experiment to Determine the Effectiveness of a “Partially Flipped” versus “Fully Flipped” Undergraduate Class in Genetics and Evolution

A Tale of Two Sections: An Experiment to Compare the Effectiveness of a Hybrid versus a Traditional Lecture Format in Introductory Microbiology

(2015) Alison E. M. Adams et al.   CBE-Life Sciences Education

Improvements from a Flipped Classroom May Simply Be the Fruits of Active Learning

(2015) Jamie L. Jensen et al.   CBE-Life Sciences Education

Large-scale comparison of science teaching methods sends clear message

(2014) C. E. Wieman   PROCEEDINGS OF THE NATIONAL ACADEMY OF SCIENCES OF THE UNITED STATES OF AMERICA

Active learning increases student performance in science, engineering, and mathematics

(2014) S. Freeman et al.   PROCEEDINGS OF THE NATIONAL ACADEMY OF SCIENCES OF THE UNITED STATES OF AMERICA

Flipped classroom model improves graduate student performance in cardiovascular, respiratory, and renal physiology

(2013) Johnathan D. Tune et al.   ADVANCES IN PHYSIOLOGY EDUCATION

“What if students revolt?”—Considering Student Resistance: Origins, Options, and Opportunities for Investigation

(2013) Shannon B. Seidel et al.   CBE-Life Sciences Education

Active Learning Not Associated with Student Learning in a Random Sample of College Biology Courses

(2011) T. M. Andrews et al.   CBE-Life Sciences Education

Learn before Lecture: A Strategy That Improves Learning Outcomes in a Large Introductory Biology Class

(2010) Marin Moravec et al.   CBE-Life Sciences Education

The Genetics Concept Assessment: A New Concept Inventory for Gauging Student Understanding of Genetics

(2008) Michelle K. Smith et al.   CBE-Life Sciences Education